SECOND LANGUAGE ACQUISITION
Correlation Between Students’ Motivation in English with Their English Achievement
(A Paper)
MARIA MARTILOVA
0853042020
ENGLISH DEPARTMENT '08
UNIVERSITY OF LAMPUNG
2011
CHAPTER I
INTRODUCTION
1.1 Background of the problem
Students need motivations s much as a working person or any typical adult. Motivation is very important in second language learning as in other field of human learning. It is crucial force, which determines whether a learner embarks on a task at all, how much energy he devotes to it, and how long he preserves. It is a complex phenomenon and includes many components: the individual’s drive, need for achievement and success, curiosity, desire for stimulation and new experience, and so on. These factors play a role in very kind of learning situation.
Motivation plays a significant role in the process of learning a second language. Language teachers cannot effectively teach a language if they do not understand the relationship between motivation and its effect on second language acquisition. The core of motivation is what might be called passion. Passion, which relates to a person’s goals and desires, is intrinsic. Successful learners know their preferences, their strengths and weaknesses, and effectively utilize strengths and compensate for weaknesses. Successful language learning is linked to the learner’s passion. Instructors should find ways to connect to this passion.
Learners need quality instruction, input, interaction, and opportunities for meaningful output, not only to make progress, but also to maintain motivation for language learning. What a good teacher must do, then, is not only tap into the sources of intrinsic motivation, but also find ways to connect intrinsic motivation with external motivational factors which can be brought to a classroom setting. This is especially significant when English is not seen as important to the students’ immediate needs, other than to pass exams.
In this research, the researcher will conduct a study about motivation especially students’ motivation in learning English as a foreign language. The title of this research is: “The Correlation between Students’ Motivation in English and their English Achievement”.
1.2 Research Question
“Is there any correlation between students’ motivation in English and their English achievement?”
1.3 Objective of Study
The objective of this research is to identify the correlation between students’ motivation and their achievement in English.
CHAPTER II
FRAME OF THEORIES
2.1 Concept of Motivation
Motivation is considered by many to be the one of determining factors in developing a second language or foreign language. Motivation determines the extent of active and personal involvement. On the contrary, Gardner (1985) in Aprida (2002) states that motivation differs from orientation because the students may demonstrate a particular orientation but not be highly motivated to achieve the goal. Motivation, in this case is a positive power, which stems from desire to attain the goal reflected in the orientation, for instance, learning English seriously in order to get a better job in the future. In relation with the previous statement, the students need motivation in order to attain the goal of language learning and motivation can come from themselves or from their environment.
Another definition of motivation states that it is the influence of the needs and desires on the intensity of behavior and direction it will follow. There is one more expert who defined motivation as the arousal, direction, as well as persistence of one’s behavior. However, the fact remains that is rather difficult to clearly define motivation, as various experts in the field have come to their varying conclusions through the years.
2.2 Type of motivation
There are various types of motivations that can influence a person. These include the following:
Primary or Basic Motivation
This mainly pertains to motives involved with our need for self-preservation. This includes needs such as hunger and thirst, warmth, sex, avoidance of pain and other primary motives which influence a person's behaviour at a very basic level.
Secondary Motivation
More known in psychology as "learned" motivation, this type of "drives" differ from one person to another. In many ways they involve a person's own sense of values and priorities in life.
Many of the behaviour derived from secondary motivation are conscious ones. That is, a person consciously desires a particular goal or result, and behaves in a way that brings them closer to that particular goal. What drives them to do something or to act in a particular way is the longing for something which they currently do not have or possess.
This kind of motivation generally falls into two basic types: intrinsic and extrinsic motivation.
Extrinsic Motivation
Extrinsic motivation is likely to involve the concept of rewarded behavior. Thus, by engaging in a particular type of activity or behaving in a particular manner, you are "rewarded" by a desired end result.
For instance, you are motivated to save money for a vacation. Hence, you resist the urge to make impulsive purchases and in general become more discriminating in how you spend your money. After a time you find that you have a steadily growing amount of savings which you set aside. When you find that you have saved enough for that trip, you utilize your savings for the intended purpose and go on vacation. The external motivation is the vacation, which is also the reward for your act of saving for it.
Internal Motivation
On the other hand, there are other less-visible types of motivation.
It would be a mistake to say that such behaviour does not come without its own rewards. To be more precise, the end goal is not a visible or external thing, but more internal and psychological. The achievement of these goals - by itself also correctly seen as a reward - is in general not visible to other persons.
Thus, for instance, a student is motivated to get good grades (external motivation) or simply, he desires to know more about a particular subject (intrinsic motivation). Getting good grades is the reward visible to others. For the student, the fact that he has become an expert in a particular subject or lesson is also a psychological reward for his intrinsic desire to learn.
Successful Motivated Behaviour
Good and effective actions or behaviour usually involves the harmonizing of these two types of motivation. If one is driven by both intrinsic and extrinsic motivations, then inner conflict is reduced and a person is more likely to devote uninterrupted and harmonious actions towards a particular task.
The inner and external rewards too, are good reinforcing mechanisms. For many people, this is really the means towards success. By choosing goals that you desire - both in its intrinsic and extrinsic rewards - you can harmonize your own actions and devote your energies to your goals. In such instances, the chances of achievement increases greatly.
Primary or Basic Motivation
This mainly pertains to motives involved with our need for self-preservation. This includes needs such as hunger and thirst, warmth, sex, avoidance of pain and other primary motives which influence a person's behaviour at a very basic level.
Secondary Motivation
More known in psychology as "learned" motivation, this type of "drives" differ from one person to another. In many ways they involve a person's own sense of values and priorities in life.
Many of the behaviour derived from secondary motivation are conscious ones. That is, a person consciously desires a particular goal or result, and behaves in a way that brings them closer to that particular goal. What drives them to do something or to act in a particular way is the longing for something which they currently do not have or possess.
This kind of motivation generally falls into two basic types: intrinsic and extrinsic motivation.
Extrinsic Motivation
Extrinsic motivation is likely to involve the concept of rewarded behavior. Thus, by engaging in a particular type of activity or behaving in a particular manner, you are "rewarded" by a desired end result.
For instance, you are motivated to save money for a vacation. Hence, you resist the urge to make impulsive purchases and in general become more discriminating in how you spend your money. After a time you find that you have a steadily growing amount of savings which you set aside. When you find that you have saved enough for that trip, you utilize your savings for the intended purpose and go on vacation. The external motivation is the vacation, which is also the reward for your act of saving for it.
Internal Motivation
On the other hand, there are other less-visible types of motivation.
It would be a mistake to say that such behaviour does not come without its own rewards. To be more precise, the end goal is not a visible or external thing, but more internal and psychological. The achievement of these goals - by itself also correctly seen as a reward - is in general not visible to other persons.
Thus, for instance, a student is motivated to get good grades (external motivation) or simply, he desires to know more about a particular subject (intrinsic motivation). Getting good grades is the reward visible to others. For the student, the fact that he has become an expert in a particular subject or lesson is also a psychological reward for his intrinsic desire to learn.
Successful Motivated Behaviour
Good and effective actions or behaviour usually involves the harmonizing of these two types of motivation. If one is driven by both intrinsic and extrinsic motivations, then inner conflict is reduced and a person is more likely to devote uninterrupted and harmonious actions towards a particular task.
The inner and external rewards too, are good reinforcing mechanisms. For many people, this is really the means towards success. By choosing goals that you desire - both in its intrinsic and extrinsic rewards - you can harmonize your own actions and devote your energies to your goals. In such instances, the chances of achievement increases greatly.
2.3 Classification of Motivation
In 1959, Gardner and Lambert divided motivation to learn a language into two types, instrumental motivation and integrative motivation. A learner with integrative motivation has a genuine interest in the second language community and instrumental motivation wishes to identify with the ethnic group. These are distinguished as follows:
- Integrative motivation is characterized by a positive attitude towards the speakers and culture of the target language.
- A learner with instrumental motivation is characterized by learning the language for practical purposes, such as gaining employment or passing a test and more interested in how the language can be a useful instrument toward furthering other goals since he/she learns a language for practical purposes, e.g. getting a job, meeting and educational requirement (Gardner & Lambert, 1972 in Kato, 2007).
CHAPTER III
RESEARCH AND FINDING
3.1. Subject and Instrument
The researcher held this research on June 20th 2011. The sample of the research is twenty third year social student of SMAN 5 Bandar Lampung. The total number of them is 20.
Furthermore, the data is presented as follow:
Questionnaire of Motivation
Kuesioner Tentang Motivasi Belajar Bahasa Inggris
Keterangan Pilihan jawaban:
1 = sangat tidak setuju
2 = tidak setuju
3 = ragu-ragu
4 = setuju
5 = sangat setuju
Di bawah ini terdapat 20 pernyataan dimana beberapa orang dapat setuju atau tidak. Anda diharapkan untuk memberikan tanda (x) pada pilihan yang paling sesuai dengan sejauh mana anda setuju dengan pernyataan tersebut.
Berilah tanda (X) pada jawaban yang anda pilih
| No | Pernyataan | 1 | 2 | 3 | 4 | 5 |
| 1 | Saya mempunyai waktu luang, saya akan membaca buku dan majalah B. Inggris. | | | | | |
| 2 | Belajar bahasa Inggris sangat menarik. | | | | | |
| 3 | Belajar bahasa Inggris membuat saya senang. | | | | | |
| 4 | Mempelajari Bahasa Inggris sangat membantu ketika bepergian ke luar negeri. | | | | | |
| 5 | Saya selalu berpikir bagaimana cara terbaik untuk menguasai Bahasa Inggris. | | | | | |
| 6 | Belajar bahasa Inggris dapat mempengaruhi cara hidup saya. | | | | | |
| 7 | Saya akan selalu mempelajarinya kapan pun jika ada kesempatan karena bahasa Inggris sangat penting bagi saya. | | | | | |
| 8 | Saya dapat mempelajari Bahasa Inggris dengan baik karena saya suka guru Bahasa Inggris saya. | | | | | |
| 9 | Saya sangat ingin belajar Bahasa Inggris, walaupun di luar sekolah. | | | | | |
| 10 | Belajar bahasa Inggris dapat bermanfaat untuk mendapatkan pekerjaan | | | | | |
| 11 | Saya merasa puas jika kemampuan bahasa Inggris aja sudah baik. | | | | | |
| 12 | Pertama kali saya belajar bahasa Inggris karena saya percaya bahwa pelajaran ini mudah bagi saya. | | | | | |
| 13 | Semua materi bahasa Inggris sangat bermanfaat bagi saya. | | | | | |
| 14 | Belajar Bahasa Inggris dapat memperluas pemikiran dan membuat saya dapat mengerti dunia. | | | | | |
| 15 | Berbicara dengan Bahasa Inggris dapat menaikkan status sosial saya . | | | | | |
| 16 | Saya berfikir aktif konsentrasi penuh ketika saya belajar bahasa inggris. | | | | | |
| 17 | Saya ingin mempelajari Bahasa Inggris karena saya ingin berimigrasi. | | | | | |
| 18 | Saya bersikap sangat baik tiap pelajaran Bahasa Inggris karena saya ingin menunjukkan kemampuan saya dalam berbahsa Inggris. | | | | | |
| 19 | Saya mempelajari Bahasa Inggris karena ingin memiliki banyak teman. | | | | | |
| 20 | Saya selalu berpikir bagaimana cara terbaik untuk menguasai Bashasa Inggris. | | | | | |
3.2. Research Analysis
The result of total frequency from the subject :
1. Descriptive
| Descriptive Statistics | |||||||
| | N | Range | Minimum | Maximum | Mean | Std. Deviation | Variance |
| English | 20 | 30.00 | 54.00 | 87.00 | 72.4000 | 9.68004 | 89.053 |
| Valid N (listwise) | 20 | | | | | | |
2. Reliability
Scale: All Variables
| Case Processing Summary | |||
| | | N | % |
| Cases | Valid | 20 | 100.0 |
| Excludeda | 0 | .0 | |
| Total | 20 | 100.0 | |
| a. Listwise deletion based on all variables in the procedure. | |||
| Reliability Statistics | |
| Cronbach's Alpha | N of Items |
| .889 | 20 |
3. Correlations
| Descriptive Statistics | |||
| | Mean | Std. Deviation | N |
| English | 72.4000 | 9.68004 | 20 |
| Mean | 2.1940 | .39450 | 20 |
| Correlations | |||
| | | English | Mean |
| English | Pearson Correlation | 1 | .941** |
| Sig. (1-tailed) | | .000 | |
| N | 20 | 20 | |
| Mean | Pearson Correlation | .941** | 1 |
| Sig. (1-tailed) | .000 | | |
| N | 20 | 20 | |
| **. Correlation is significant at the 0.01 level (1-tailed). | |||
CHAPTER IV
CONCLUSION
Finally, after conducting the research at the twenty third year social student of SMAN 5 Bandar Lampung, it can be concluded the students that have best motivation in English got high English achievement.
Research on student motivation in learning from a number of perspectives suggests that attention, relevance, confidence, and satisfaction are important indicators of student motivation in learning.
REFERENCES
Herbert, W. Seliger, & Elana Shohamy. (1999). Second Language Research Methods. Shanghai Foreign Language: Education Press.
Gardner, R. C. (1988). The socio-educational model of second-language learning: assumptions, findings, and issues. Language Learning, 38, 101-126.
Nunan. (2002). Research Methods in Language Learning. Shanghai Foreign David Language Education Press.
Setiyadi, Bambang. (2006). Metode Penelitian untuk Pengajaran Bahasa Asing : Pendekatan Kuantitatif dan Kualitatif. Yogyakarta: Graha Ilmu
Yufrizal, Hery. (2008). An Introduction to Second Language Acquisition. Bandung: Pustaka Reka Cipta
Tidak ada komentar:
Posting Komentar